In this paper, Marilyn G. Hood of Hood Associates discusses the benefits of community studies, rather than just visitor research. Hood examines how conducting community studies enables museums to learn new, often surprising facts about their area population as well as identify future or unsuspected audiences.
This paper describes findings from a study intended to improve the Confrontation Gallery at the Birmingham Civil Rights Institute. This remedial evaluation involved placing written text on the plexiglass photo panels that corresponded to the audi-recorded statements. Text placement was completed in two phases to asses the possibility that having written text on all panels would create competition for attention and result in less attention.
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TEAM MEMBERS:
Stephen BitgoodAnn CleghornAmy CotaMelody CrawfordDonald PattersonChris Danemeyer
In this paper, researchers from Science Learning, Inc. discuss findings from an evaluation study that used interpretive carts to analyze visitor conversations. Researchers collected data using the "Rock Talk" cart to inform the redesign of the Geology, Gems & Minerals Hall at the Smithsonian's National Museum of Natural History.
In 1984, to begin addressing the issue of long-term learning in museums, [the authors] initiated a series of museum recollection studies. At the time, it seemed critical to understand memories of museums more broadly, to investigate their components, saliency, and persistence, both soon after the experience and long after. [They] began with a series of open-ended, ethnographic-style interviews, conducting the first 11 over a period fo two years. These early interviews proved so interesting and useful that [they] have continued to build on this line of research, as have many others. What does
This study investigated variables that influence the utilization of museums by African Americans. A sample of 333 African Americans from six Eastern U.S. communities were interviewed at home about their leisure activities; particularly, their use of museum-like settings. Key variables that influenced museum visits were income, education, the community in which individuals lived, childhood experiences and participation in church-related activities. Although SES, cultural differences and latent racism impacted present-day African American use/non-use of museums, historic patterns of museum use
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Institute for Learning InnovationJohn H Falk
This landmark publication identifies strategies for determining the extent and content of museum learning and the visitor experience. Takes into account prior knowledge and experience; subsequent, reinforcing experiences; motivation and attitudes; culture and background; social mediation; design and representation; and the physical setting. Includes possible measurement techniques for the museum context, and recommendations for future research in museum training.
The Exploratorium is developing a model program that demonstrates the vital role science museum exhibits can play in supporting formal science education reform. The development of exhibitions and enhancement activities is based on the Science Framework for California Public Schools and the emerging National Science Education Standards. The project includes: A series of four museum exhibitions (with a total of 60 exhibits) based on the Science Framework themes of Patterns of Change, Stability, Scale and Structure, and Systems and Interactions Publications (Exhibit Guides and Pathways) for each collection A series of workshops and evening events for teachers, families and students A symposium, video and Internet resource for museum and education professionals An important feature is an information desk and resource kiosk to inform teachers, parents and the general public about science education reform efforts. The project aims at 5,000 teachers, 32,000 parents and caregivers, 140,000 students and 1,320,000 members of the general public.
New and developing science centers make up a significant percentage of ASTC membership. They often have limited funds, facilities, exhibits, education programs and experience developing and operating a science center. These institutions desire ready-to-use exhibits, demonstrations and education materials, as well as management workshops concerning the basic operation of a science center. This project proposes the formation of a Science Carnival Consortia, a partnership of the Pacific Science Center and five to eight new and developing science centers. Building on the success of the Pacific Science Center's Science Carnival, Consortia members: (1) Obtain twenty to forty Science Carnival exhibits (2) Obtain six ready-to-use demonstrations (3) Obtain supplementary education materials (4) Obtain appropriate training regarding the implementation and maintenance of the above items (5) Participate in a week long management workshop at the Pacific Science Center (6) Receive ongoing consultation with Pacific Science Center Staff (7) Participate in three annual meetings of Consortia members The project also produces a Science Carnival "cookbook" which provides instructional for fabricating and maintaining all exhibits in Science Carnival, plus scripts and material lists for each demonstration, and enrichment class. The project also evaluates the success of this model for serving other new and developing science centers.
The Franklin Institute Science Museum in Philadelphia, PA., acting as administrative coordinator for the Issues Laboratory Collaborative (ILC), requests NSF support for five science museums over a three year period to investigate the effectiveness of museum-based programs about controversial issues in science and technology; to develop, test, refine, and disseminate ten educational programs on science issues; and to establish a permanent Science Issues Network that will disseminate materials and methods to all U.S. science museums engaged in issues programs. This project has been formulated for re-submission to the National Science Foundation with guidance from a distinguished panel of scientists who will assist in program development. Approximately two million people will be directly served by ILC programs and exhibits during the three-year period.
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TEAM MEMBERS:
Roree Iris-WilliamsMinda BorunAnn Mintz
This project by the Oregon Museum of Science and Industry (OMSI) develops a public education program on chemistry. The program: introduces students and the general public to the science of chemistry and processes of chemistry-related research through drop-in lab activities; provides follow-up chemistry activities for use by elementary teachers and parents so that children can further explore the interests they have developed in science and chemistry; provides opportunities for internships for high-school students as lab assistants so that they can develop greater knowledge of "everyday" chemistry, laboratory techniques and safety, develop skills in working with others and in teaching chemistry, and explore potential careers in teaching chemistry; and make available the resources developed by OMSI to other interested science museums.
The Science Museum of Minnesota (SMM) will develop an interdisciplinary national traveling exhibition about raptors (birds of prey). Created in collaboration with The Raptor Center at the University of Minnesota (TRC) and the Museum Magnet School of the St. Paul School District, this exhibit and its related programs will explore themes of biodiversity, ecology, and human relationships with the natural world. It will help visitors understand raptors as diverse, charismatic, biologically-complex animals whose continued survival is linked to fundamental questions of public policy, economics, and environmental ethics. combining the perspectives of the sciences with those of the humanities, the exhibit will present science in a real-world context of human values and actions. Opening at SMM in the summer of 1944, the 5,000-square-foot exhibit will travel for five years or more to other large museums, nature centers, and zoos throughout the U.S. Using specimens, models, artifacts, dioramas, audiovisual programs, and interactive components and supported by theater, demonstrations, and a variety of other on-site programs, it will provide a compelling mix of informal learning experiences for families, school groups, and other general audiences. Beyond the museum walls, the themes of the project will reach schools and other important outreach audiences through videotapes, teacher training programs, educational materials, and other programs. SMM will also produce a scaled-down version of the exhibit that will tour to smaller museums, nature centers, and zoos.
Interactive science exhibits will be designed, developed, and installed in the Brookings Interpretive Center at the Missouri Botanical Garden. The Brookings Interpretive Center is a new educational facility attached to the Climatron, a geodesic dome greenhouse. The exhibits will be installed in one of five theme areas: Tropical Rain Forest Biome, Tropical Rain Forests at Risk, Global Ecosystem, Desert Biome, and Temperate Biome. In addition to the science exhibits, the project will develop a series of science demonstrations to be used in the Brookings Interpretive Center and will allow for additional signage and audio effects to be added to the Climatron.